STANDARD 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
For a teacher in any discipline, it is our duty to know the craft in which we teach in order to successfully wean students from dependency into independency. Specifically, in music, learning an instrument requires guided practice. However, a teacher cannot expect to guide a student if they have not practiced themselves. Music instructors have to be well versed in the workings of their instrument but also in musical knowledge in general. Playing an instrument is the mean to expressing what is notated in a sheet of music. In order to play what is written, the teacher must also know music language as well as how to play the instrument(s) so that the material is presented in a way that is understandable and applicable.
In retrospect to this standard, if asked prior to my practicum experience if I felt confident in my ability to teach music to a student, I would not been able to give a positive answer. Since my entrance into my semester of practicum, my self efficacy as a music educator in general has increased. I used to think that teaching a large music ensemble solely required vast knowledge and application of musical skills. Although these elements are important, running a rehearsal demands understanding of music itself. During my practicum, I have worked with a high school string orchestra (does not include harp). Although my secondary instrument is violin, the students have acquired more time playing their instrument than I have the violin. As a result, I have to rely on my score studying abilities and understanding of instrumental techniques more than my playing skills on that instrument to make sure the students play the music how it is written on the page.
As a musician, the best way to learn an instrument is to play it. Therefore, the music performance opportunities presented in harp lessons, harp ensemble, studio class, Symphony Band, Wind Ensemble and my private violin lessons have prepared me for a great deal of my discipline. My music theory educates me on the structure and makeup of the music I play, which is helpful in reading music. My music education classes help me teach in a way that is beneficial to each student’s learning pattern. Throughout my student teaching in the spring, I look forward to gaining more practice skills for the violin so that I am able to model correct technique and tone for my students. I also hope to be able to include the harp in my teaching somehow. It will enable my students to hear me utilize my most developed instrumental skills, allow me to accompany, and easily demonstrate melody lines and pitches.
This artifact is an to a pre-test that I created for my lamp project. It applies to this INTASC Standard because it displays my understanding of musical content and skills at the beginning stage of music learning. In order for me to create a test, I must know the content myself.
For a teacher in any discipline, it is our duty to know the craft in which we teach in order to successfully wean students from dependency into independency. Specifically, in music, learning an instrument requires guided practice. However, a teacher cannot expect to guide a student if they have not practiced themselves. Music instructors have to be well versed in the workings of their instrument but also in musical knowledge in general. Playing an instrument is the mean to expressing what is notated in a sheet of music. In order to play what is written, the teacher must also know music language as well as how to play the instrument(s) so that the material is presented in a way that is understandable and applicable.
In retrospect to this standard, if asked prior to my practicum experience if I felt confident in my ability to teach music to a student, I would not been able to give a positive answer. Since my entrance into my semester of practicum, my self efficacy as a music educator in general has increased. I used to think that teaching a large music ensemble solely required vast knowledge and application of musical skills. Although these elements are important, running a rehearsal demands understanding of music itself. During my practicum, I have worked with a high school string orchestra (does not include harp). Although my secondary instrument is violin, the students have acquired more time playing their instrument than I have the violin. As a result, I have to rely on my score studying abilities and understanding of instrumental techniques more than my playing skills on that instrument to make sure the students play the music how it is written on the page.
As a musician, the best way to learn an instrument is to play it. Therefore, the music performance opportunities presented in harp lessons, harp ensemble, studio class, Symphony Band, Wind Ensemble and my private violin lessons have prepared me for a great deal of my discipline. My music theory educates me on the structure and makeup of the music I play, which is helpful in reading music. My music education classes help me teach in a way that is beneficial to each student’s learning pattern. Throughout my student teaching in the spring, I look forward to gaining more practice skills for the violin so that I am able to model correct technique and tone for my students. I also hope to be able to include the harp in my teaching somehow. It will enable my students to hear me utilize my most developed instrumental skills, allow me to accompany, and easily demonstrate melody lines and pitches.
This artifact is an to a pre-test that I created for my lamp project. It applies to this INTASC Standard because it displays my understanding of musical content and skills at the beginning stage of music learning. In order for me to create a test, I must know the content myself.
This artifact details the process for teaching a new piece for beginning band students. It applies to this standard because it shows that I understand the logical and most accessible way of teaching students a new piece of music. In order to do that I must understand the challenges that the students will have such as difficult ranges, rhythms, phrasing etc. Furthermore, it illustrates that I not only know the material that I am teaching but also how it best learned by the students.